Rate My Professor Hilary Dack

Dack's research appears in leading journals such as Journal of Teacher Education, Teaching and Teacher Education, Theory and Research in Social Education, and Journal of Counseling & Development, with practitioner publications in Phi Delta Kappan and Educational Leadership. Key works include "Understanding teacher candidate misconceptions and concerns about differentiated instruction" (2019, The Teacher Educator), "Structuring teacher candidate learning about differentiated instruction through coursework" (2018, Teaching and Teacher Education), "From source to evidence? Teachers' use of historical sources in their classrooms" (2016, The Social Studies), and "Preparing novice teachers to differentiate instruction: Implications of a longitudinal study" (2025, Journal of Teacher Education). Her scholarship has received the Cato College of Education’s Award for Excellence in Teaching, Award for Excellence in Research, American Educational Research Association’s Social Studies Research SIG Outstanding Paper Award, University of Virginia’s Bruce Gansneder Outstanding Dissertation Award, and Edgar F. Shannon Award. She serves on the International Editorial Advisory Board of Learning and Instruction, is president of the National Association of Professors of Middle Level Education, and has provided expertise on middle grades education to North Carolina legislators and policymakers.